ABSTRACT
To model the complexity of teaching and learning in the classroom, we need to use the right level of description for the purpose. The description of students’ thinking needs to be understood by teachers, by scientists, and by researchers on learning. Thus the purpose of this chapter will be to suggest a description level that will serve classroom teachers as they make instructional decisions. Teachers are the primary target consumers. In this chapter, I will briefly review what I learned from alternative levels of description. Then, I will describe what experience suggests is a level of description with which teachers can work. We call the descriptions Facets of Thinking. I will next describe how educators are presently using facets in designing science assessment and instruction. Finally, I will conclude with some guidelines for research and development of facets and facet-based learning environments.
